Abstract
Objectives The purpose of this study is to investigate the mediation effect of online⋅offline friendship on the relationship
 between academic stress and cyberbullying victim-offender experience perceived by middle school
 students.
 Methods For this a questionnaire was conducted on 262 students in middle school in Gyeongsangnam-do and
 the data of 243 students were finally analyzed using the SPSS Ver. 27.0 program. Correlation analysis was performed
 to examine the relationship between each variable, and hierarchical multiple regression analysis was carried
 out to verify the mediation effect of online⋅offline friendship. In addition, the Sobel Test, Bootstrapping was
 conducted to verify the significance of the indirect effect of the parameters.
 Results First, in the relationship between academic stress, online⋅offline friendship, and cyberbullying victim⋅
 offender experiences perceived by middle school students, there was a significant negative correlation between
 academic stress and online⋅offline friendship, and there was a significant positive correlation between academic
 stress and cyberbullying victim⋅offender experiences. Second, in the relationship between academic stress and
 cyberbullying victim experience, the partial mediation effect of online friendship was verified. Third, in the relationship
 between academic stress and cyberbullying victim experience, the partial mediation effect of offline
 friendship was verified. Fourth, in the relationship between academic stress and cyberbullying offender experience,
 the partial mediation effect of online friendship was verified. Fifth, in the relationship between academic
 stress and cyberbullying offender experience, the partial mediation effect of offline friendship was verified.
 Conclusions These findings suggest the need for interventions that can improve healthy online⋅offline friendship
 as well as reduce academic stress in order to minimize the cyberbullying cyberbullying victim⋅offender
 experience.
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